A Research about Mobile Learning Perspectives of University Students who have Accounting Lessons

Kutluk, Filiz Angay; Gülmez, Mustafa

doi:10.1016/j.sbspro.2014.01.210

Cited by 31 publications

(26 citation statements)

References 6 publications

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“…The disadvantages include limited memory, small screen, possible disconnection, and limited battery life of devices (Kutluk & Gülmez, 2014). Furthermore, the limitations of mobile devices also affect students' learning concentration and cognitive load (Hwang & Wu, 2014).…”

Section: Introductionmentioning

confidence: 99%

Effects of the Visual/Verbal Learning Style on Concentration and Achievement in Mobile Learning

Yang

2018

EURASIA J MATH SCI T

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This study investigated the relationship between the style, concentration, and achievement of students in terms of visual/verbal learning when learning conceptual knowledge with the use of mobile phones in the classroom. A total of 93 Chinese college students who majored in education participated in this study. Two major results were identified by combining the methods of correlation analysis and ANOVA (oneway, two-way): A significant correlation was found to exist between concentration and the delayed post-test. Moreover, a significant interaction effects on learning achievement was found in visual/verbal learning style and concentration. The implications, limitations, and future research plans were presented.

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Section: Introductionmentioning

confidence: 99%

Effects of the Visual/Verbal Learning Style on Concentration and Achievement in Mobile Learning

Yang

2018

EURASIA J MATH SCI T

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“…Mobile learning, is not just delivering contents via devices, play a facilitator role in for learning occurs different time and context (Pachler, Cook, Bachmair ve Kress;2010). There are many research towards how mobile devices and mobile learning applications effect academic achievement and attitude (Al-Fahad, 2009;Chen, 2013;Cheon ve ark., 2012;Ciampa, 2014;Jaradat, 2014;Kutluk ve Gülmez, 2014;Martin ve Ertzberger, 2013). It is stated when relevant researchs examined that efforts should be made devoted to student achievement, attitude and views about mobile learning (Jaradat, 2014;Martin ve Ertzberger, 2013;Özdamar Keskin, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Sosyal medya ve internet teknolojilerinde yaşanan gelişmeler mobil cihazları hayatımızın vazgeçilmez birer parçası yapmışlardır. Öğrencilerin de bu gelişmeleri yakından takip ettiği göz önünde bulundurularak, yurt içinde ve yurt dışında mobil cihazların ve mobil öğrenme uygulamalarının akademik başarıyı ve tutumu nasıl etkilediğine yönelik birçok araştırma yapılmaktadır (Al-Fahad, 2009;Chen, 2013;Cheon ve ark., 2012;Ciampa, 2014;Jaradat, 2014;Kutluk ve Gülmez, 2014;Martin ve Ertzberger, 2013). İlgili araştırmalar incelendiğinde mobil öğrenme ile ilgili öğrenci başarı, tutum ve görüşlerine yönelik çalışmalar yapılması gerektiği belirtilmektedir (Jaradat, 2014;Martin ve Ertzberger, 2013;Özdamar Keskin, 2011).…”

Section: Introductionunclassified

“…Öğrencilerin mobil öğrenmeyi geleneksel öğrenmeye tercih ettikleri ve mobil öğrenmeye karşı olumlu tutum içerisinde oldukları sonucuna ulaşılmıştır. Kutluk ve Gülmez (2014) ise yaptıkları araştırmada lisans öğrencilerinin mobil öğrenmeye yönelik bakış açılarını ortaya çıkartmayı amaçlamaktadır. Veri toplama aracı olarak 17 maddeden oluşan ölçek kullanılmıştır.…”

Section: Introductionunclassified

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Mobil Öğrenmeye Yönelik Tutum Ölçeği Geliştirme Çalışması

Demir¹,

Akpınar²

2016

Eğitim Teknolojisi Kuram Ve Uygulama

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This present study was conducted with the purpose of developing an attitude scale towards mobile learning. Related literature was reviewed primarily in the process of developing the scale. Then by seven open-ended questions related with mobile learning were asked to 78 students. Taking the advantages of the data collected and the expert opinions, an item pool including 57 items was developed. In order to insure the content validity, the experts' opinions were used. In accordance with the recommendations and the opinions of the experts, the items were re-evaluated. The items which did not include attitude expression or which were alike were removed from the scale item pool. After making the revisions, the item pool included 52 items. These items created as five-point Likert-type and rated as totally agree (5), agree (4), partially agree (3), disagree (2), totally disagree (1). The pilot study was conducted with 326 undergraduate students, who studies in different departments in Dokuz Eylül University, Buca Faculty of Education and Anadolu University, Faculty of Education, in the first term of the 2013-2014 academic year. KMO value found as .936. 21 items of the scale grouped by four factors and explain the %51.116 of the total variance of the scale is determined in the result of factor analysis. 45 items which item load is higher than .40 were included to scale. The last version of the scale consists four factors and 45 items which loadings are between .82 and .40. The Cronbach's alpha internal consistency coefficient which belongs the last version of the scale was computed as .950 and was seen as very highly reliable. The item analysis based on the difference between the upper and lower group results of the all items in the scale found significantly distinguished (p<.05). This research is expected to contribute researchs which will be held in the field of mobile learning with undergraduate students.

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“…Al Fahad also emphasized that students' engagement in the learning process was affected in multiple ways: behavioural, intellectual and emotional. Kutluk and Gülmez (2013) have analysed the mobile learning perspective in the case of students taking accounting lessons. They retain the students' positive attitude in regard with mobile devices' integration in the learning process as a result of the ease of use and flexibility in research and homework tasks.…”

Section: Mobile Devices In the Accountants' Education And Trainingmentioning

confidence: 99%

An exploration of the accounting profession – The stream of mobile devices

Stanciu¹,

Gheorghe²

2017

JAMIS

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Abstract:Facing the digital era challenge, the accounting profession is implied in its renewal process aiming at responding in an adequate manner to the companies' and society's continuous changing requirements. The paper emphasizes the impact of the information technology on the accounting profession and signals the positive impact and also the concerns brought by mobile devices in the accountants' work and training. In this context, the authors performed a survey aiming to understand the accounting students' perception in regard with IT impact over the accounting profession and the usefulness of mobile devices. The study's findings provide important insights on the mobile devices use in the accounting work and how the teaching process can help students acquire IT skills and awareness on the professional use of mobile devices. The paper contributes to the research on the accounting developments in the digital era demonstrating the benefit of new technologies' implementation and integration of the mobile devices. The Romanian as well as the south-eastern European scientific literature are scarce in regard with mobile use in the accounting profession. In this regard the authors' research provide significant insights aiming at motivate and stimulate the mobile devices use in the accounting profession and in the academic and long life accounting training.

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A Research about Mobile Learning Perspectives of University Students who have Accounting Lessons

Cited by 31 publications

References 6 publications

Effects of the Visual/Verbal Learning Style on Concentration and Achievement in Mobile Learning

Effects of the Visual/Verbal Learning Style on Concentration and Achievement in Mobile Learning

Mobil Öğrenmeye Yönelik Tutum Ölçeği Geliştirme Çalışması

An exploration of the accounting profession – The stream of mobile devices

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